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<A HOOLE CHARLES>
<C E3>
<O 1640-1710>
<M X>
<K X>
<D ENGLISH>
<V PROSE>
<T EDUC TREAT>
<G X>
<F X>
<W WRITTEN>
<X MALE>
<Y 40-60>
<H PROF>
<U PROF>
<E X>
<J X>
<I X>
<Z INSTR SEC>
<S SAMPLE X>


[^HOOLE, CHARLES.
A NEW DISCOVERY OF THE OLD ART
OF TEACHING SCHOOLE (1660).
ENGLISH LINGUISTICS 1500-1800, 133.
ED. R. C. ALSTON (FACSIMILE).
MENSTON: THE SCOLAR PRESS LIMITED, 1969.
PP. 1.1   - 11.6    (SAMPLE 1)
PP. 23.19 - 28.9    (SAMPLE 2)
PP. 213.1 - 228.5   (SAMPLE 3)^]

<S SAMPLE 1>
<P 1>
[}CHAP. I.}]

[}HOW A CHILDE MAY BE HELPED IN THE FIRST PRONOUNCIATION
OF HIS LETTERS.}]

   My aim being to discover the old
Art of teaching Schoole, and
how it may be improved in
every part suteable to the
years and capacities of such
children as are now commonly taught;
I shall first begin my discourse concerning
a petty-Schoole, & here or else where
I shall not busie my self or Reader about
what a childe of an extraordinary towardliness,
and having a teacher at
home, may attain unto, and in how
short a space, but onely shew how a multitude
of various wits may be taught all
together with abundance of profit and
delight to every one, w=ch= is the proper
and main work of our ordinary Schooles.
   Whereas then, it is usual in Cities and
<P 2>
greater Towns to put children to Schoole
about four or five years of age, and in
Country villages, because of further distance,
not till about six or seven; I conceive,
(^The sooner a child is put to School, the
better it is^) , both to prevent ill habits, which
are got by play and idleness, and to enure
him betimes to affect learning and well
doing. Not to say, how the great uncertainty
of parents lives, should make
them careful of their Childrens early education,
which is like to be the best
part of their patrimony, what ever good
thing else they may leave them in this
World.
   I observe that betwixt three and four
years of age a childe hath great propensity
to peep into a book, and then
is the most seasonable time (if conveniences
may be had otherwise) for him
to begin to learn; and though perhaps
then he cannot speak so very distinctly,
yet the often pronounciation
of his letters, will be a means to
help his speech, especially if one take notice
in what organ or instrument he is
most defective, and exercise him chiefly
in those letters which belong unto it.
   Now there are five organs or instruments
of speech, in the right hitting of
which, as the breath moveth from within, 
<P 3>
through the mouth, a true pronunciation
of every letter is made, viz.
the lips, the teeth, the tongue, the roof
of the mouth, and the throat; According
to which if one rank the twenty four
letters of our (^English^) Alphabet, he shall
find that (^A, E, I, O, V,^) proceed by degrees
from the throat, along betwixt the
tongue and the roof of the mouth to the
lips contracted, and that (^Y^) is somewhat
like (^I^) , being pronounced with other letters,
but if it be named by it self, it requireth 
some motion of the lips. (^B, F, M,
P, W^) , and (^V^) consonant, belong to
the lips. (^C, S, X, Z,^) to the teeth. (^D, L,
N, T, R,^) to the tongue. (^B, H, K, Q,^)
to the roof of the mouth. But the sweet
and natural pronunciation of them is
gotten rather by imitation then precept,
and therefore the teacher must be careful
to give every letter its distinct and
clear sound, that the childe may get it
from his voice, and be sure to make the
child open his mouth well as he uttereth
a letter, lest otherwise he drown or
hinder the sound of it. For I have
heard some foreiners to blame us (^English-men^)
for neglecting this mean to a
plain and audible speaking, saying, that
the cause, why we generally do not speak
so fully as they, proceeded from an ill
<P 4>
habit of mumbling, which children got
at their first learning to read; which it
was their care; therfore to prevent or remedy
betimes, and so it should be ours,
seeing (^Pronounciation is that that sets out a
man, and is sufficient of it self to make one an
Oratour^) .

[}CHAP II.}]

[}HOW A CHILDE MAY BE TAUGHT WITH DELIGHT TO
KNOW ALL HIS LETTERS IN A VERY LITTLE TIME.}]

   The usual way to begin with a child,
when he is first brought to Schoole,
is to teach him to know his letters in the
Horn-book, where he is made to run over
all the letters in the Alphabet or
Christ-cross-row both forwards & backwards, 
until he can tel any one of them,
which is pointed at, and that in the (^English^)
character.
   This course we see hath been very effectual
in a short time, with some more
ripe witted children, but othres of a
slower apprehension (as the most and
best commonly are) have been thus
learning a whole year together, (and
though they have been much chid and
beaten too for want of heed) could scarce
<P 5>
tell six of their letters at twelve moneths
end, who, if they had been taught in a
way more agreeable to their meane
apprehensions (w=ch= might have wrought
more readily upon the senses, and affected
their mindes with what they did)
would doubtlesse have learned as cheerfully, 
if not as fast as the quickest.
   I shall therefore mention sundry ways
that have been taken to make a childe
know his letters readily, out of which
the discreet Teacher may chuse what is
most likely to suit his Learner.
   I have known some that (according
to (^Mr. Brinsley's^) direction) have taught little
ones to pronounce all the letters, and
to spell pretty well, before they knew
one letter in a book; and this they did,
by making the childe to sound the five
vowels (^a, e, i, o, u,^) like so many bells upon
his fingers ends, and to say which
finger was such or such a vowel, by changes.
2 Then putting single consonants
before the vowels, (leaving the hardest
of them till the last) and teaching him
how to utter them both at once, as (^va, ve,
vi, vo, vu, da, de, di, do, du.^) 3. and again,
by putting the vowels before a 
consonant to make him say, (^as, es, is, os,
us, ad, ed, id, od, ud.^) Thus; they have proceeded
from syllables of two or three; or
<P 6>
more letters, till a child hath been pretty
nimble in the most. But this is rather
to be done in a private house, then a
publick Schoole; how ever this manner
of exercise now and then amongst little
Scholars will make their lessons more familiar
to them.
   (^The greatest trouble at the first entrance
of children is to teach them how
to know their letters one from another,
when they see them in the book altogether^) ;
for the greatnesse of their number
and variety of shape do puzle young wits
to difference them, and the sence can
but be intent upon one single object at
once, so as to take its impression, and
commit it to the imagination and memory.
Some have therefore begun but
with one single letter, and after they
have shewed it to the childe in the Alphabet,
have made him to finde the same any
where else in the book, till he knew that
perfectly; and then they have proceeded
to another in like manner, and so
gone through the rest.
   Some have contrived a piece of ivory
with twenty four flats or squares, in every 
one of which was engraven a several
letter, and by playing with a childe in
throwing this upon a table, and shewing
him the letter onely which lay uppermost,
<P 7>
have in few dayes taught him the whole
Alphabet.
   Some have got twenty four pieces of
ivory cut in the shape of dice, with a letter
engraven upon each of them, and
with these they have played at vacant
hours with a childe, till he hath known
them all distinctly. They begin first with
one, then with two, afterwards with
more letters at once, as the childe got
knowledge of them. To teach him likewise
to spell, they would place consonants
before or after a vowel, and then
joyn more letters together so as to make
a word, and sometimes divide it into syllables,
to be parted or put together; now
this kind of letter sport may be profitably
permitted among you beginers in a School
& in stead of ivory, they may have white
bits of wood, or small shreads of paper
or past-board, or parchment with a
letter writ upon each to play withall amongst
themselves.
   Some have made pictures in a little book
or upon a scroll of paper wrapt upon
two sticks within a box of iceing-glass,
and by each picture have made three sorts
of that letter, with which its name beginneth;
but those being too many at
once for a childe to take notice on, have
proved not so useful as was intended.
<P 8>
Some likewise have had pictures and letters 
printed in this manner on the back
side of a pack of cards, to entice children,
that naturally love that sport, to the love
of learning their books.
   Some have writ a letter in a great character
upon a card, or chalked it out upon 
a trencher, and by telling a child
what it was, and letting him strive to
make the like, have imprinted it quickly
in his memory, and so the rest one
after another.
   One having a Son of two years and a
half old, that could but even go about
the house, and utter some few gibberish
words in a broken manner; observing
him one day above the rest to be
busied about shells, and sticks, and such
like toys, which himself had laid together
in a chair, and to misse any one that
was taken from him, he saw not how, and
to seek for it about the house; became
very desireous to make experiment what
that childe might presently attain to in
point of learning; Thereupon he devised
a little wheel, with all the Capital
Romane letters made upon a paper to
wrap round about it, and fitted it to turn
in little a round box, which had a hole so
made in the side of it, that onely one letter
might be seen to peep out at once;
<P 9>
This he brought to the childe, & showed
him onely the letter O, and told him
what it was; The childe being overjoyed
with his new gamball, catcheth the
box out of his Fathers hand, and run's
with it to his playfellow a year younger
then himself, and in his broken language
tell's him there was an O, an O; And
when the other asked him where, he
said, in a hole, in a hole, and  shewed
it him; which the lesser childe then took
such notice of, as to know it againe ever
after from all the other letters. And
thus by playing with the box, and enquiring
concerning any letter that appeared
strange to him, what it was, the
childe learnt all the letters of the Alphabet
in eleven dayes, being in this Character 
(^A B C^) , and would take pleasure
to shew them in any book to any of his
acquaintance that came next. By this
instance you may see what a propensity
there is in nature betimes to learning,
could but the Teachers apply themselves
to their young Scholars tenuity;
and how by proceeding in a cleare & facil
method, that all may apprehend, every
one may benefit more or less by degrees.
According to these contrivances to forward
children, I have published (^a New
Primar^) ; in the first leafe, whereof I have
<P 10>
set the Roman Capitalls (because that
Character is now most in use, & those letters 
the most easie to be learn't) and have
joyned therewith the pictures or images
of some things whose names begins with
that letter, by which a childs memory
may be helped to remember how to call
his letters; as A, for an Ape, B. for a
Bear, &c. This Hieroglyphicall devise
doth so affect Children (who are generally
forward to communicate what they 
know) that I have observed them to
teach others, that could not so readily
learn, to know all the letters in a few
houres space, by asking them, what
stands A. for? and so concerning other
letters backwards and forwards, or as
they best liked.
   Thus when a childe hath got the names
of his letters, & their several shapes withall
in a playing manner, he may be easily 
taught to distinguish them in the following 
leaf, which containeth first the
greater, and then the smaller Roman
Characters, to be learned by five at
once or more, as the childe is able to remember
them; other Characters I would
have forborn, till one be well acquainted
with these, because so much variety
at the first doth but amaze young
wits, and our English characters, (for
<P 11>
the most part) are very obscure, & more
hard to be imprinted in the memory.
And thus much for the learning to know
letters; we shall next (and according to
Order in Teaching) proceed to an easie
way of distinct spelling. 

<S SAMPLE 2>
<P 23>
[}CHAP. V.}]

[}WHEREIN CHILDREN, FOR WHOM THE LATINE TONGUE
IS THOUGHT TO BE UNNECESSARY, ARE TO BE EMPLOYED
AFTER THEY CAN READ ENGLISH WELL.}]  

   It is a fond conceit of many, that
have either not attained, or by their
<P 24>
own negligence have utterly lost the use
of the Latine Tongue, to think it altogether
unnecessary for such children to
learn it, as are intended for Trades, or
to be kept as drudges at home, or employed
about husbandry. For first there
are few children, but (in their playing-years,
and before they can be capable of
any serious employment in the meanest
calling that is) may be so far grounded
in the Latine, as to finde that little
smattering they have of it, to be of singular
use to them, both for the understanding 
of the English Authors (which
abound now a dayes with borrowed
words) and the holding discourse with
a sort of men that delight to flant it in
Latine.
   Secondly, Besides I have heard it
spoken to the great commendation of 
some Countries, where care is had for
the well education of children, that every
Peasant (almost) is able to discourse
with a stranger in the Latine tongue; and
why may not we here in (^England^) obtain
the like praise, if we did but as they,
continue our children at the Latine
Schoole, till they be well acquainted
with that language, and thereby better
fitted for any calling.
<P 25>
   Thirdly, And I am sorry to adde, that
the non-improvement of childrens time
after they can read English any whit
well, throweth open a gap to all loose
kinde of behaviour; for being then (as
it is too commonly to be seen, especially
with the poorer sort) taken from the
Schoole, and permitted to run wildeing
up and down without any control, they
adventure to commit all manner of
lewdnesse, and so become a shame and
dishonour to their Friends and Countrey.
   If these or the like reasons therefore
might prevail to perswade them that
have a prejudice against Latine, I would
advise that all children might be put to
the Grammar-Schoole, so soon as they
can read English well; and suffered to
continue at it, till some honest calling
invite them thence; but if not, I would
wish them rather to forbear it; then to
become there an hinderance to others,
whose work it is to learn that profitable
Language. And that they may not
squander away their time in idleness, it
were good if they were put to a Writing-Schoole,
where they might be, First
helped to keep their English, by reading
of a chapter (at least) once a day; and
<P 26>
second. taught to write a fair hand; and
thirdly afterwards exercised in Arithmatique,
and such preparative Arts, as
may make them compleatly fit to undergoe 
any ordinary calling. And being
thus trained up in a way of discipline,
they will afterwards prove more
easily plyable to their Masters 
commands.
   Now, forasmuch as few Grammar-Schooles
of note will admit children into 
them, till they have learn't their Accidents;
the teaching of that book, also becometh 
for the most part a work for a Petty-Schoole,
where many that undertake
to teach it, being altogether ignorant of
the Latine Tongue, do sorrily performe
that taske, and spend a great deal of time
about it to little or no purpose. I would
have that book, therefore by such let alone,
and left to the Grammar-School, as
most fitting to be taught there onely, because 
it is intended as an introduction
of Grammar, to guide children in a
way of reading; writing, and speaking
Latine, and the Teachers of the Grammar-Art
are most deeply concerned to
make use of it for that end. And in stead
of the Accidents, which they do neither
understand nor profit by, they may be
<P 27>
benefitted in reading Orthodoxal Catechismes
and other Books, that may instruct 
them in the Duties of a Christian,
such as are (^The Practise of Piety, The Practise
of Quietnesse, The whole duty of Man^) ;
and afterwards in other delightful books
of English History; as, (^The History of
Queen Elizabeth^) ; or Poetry, as (^Herberts
Poems, Quarl's Emblems^) ; and by this
means they will gain such a habit and
delight in reading, as to make it their
chief recreation, when liberty is afforded
them. And their acquaintance with
good books will (by Gods blessing) be
a means so to sweeten their (otherwise
sowr) natures, that they may live comfortably
towards themselves, and amiably
converse with other persons.
   Yet if the Teacher of a Petty-Schoole
have a pretty understanding of the Latine
Tongue, he may the better adventure
to teach the Accidents, and proceed
in so doing with far more ease and profit
to himself and learner, if he observe a
sure method of grounding his children
in the Rudiments of Grammar, and preparing
them to speak and write familiar
Latine, which I shall hereafter discover,
having first set down somewhat how to
remedy that defect in reading English,
<P 28>
with which the Grammar-Schooles are
very much troubled, especially, where
there is not a good Petty-Schoole to discharge
that work afore-hand. And before 
I proceed further, I will expresse my 
minde in the two next chapters touching
the erecting of a Petty-Schoole, and
how it may probably flourish by good
Order and Discipline. 

<S SAMPLE 3>
<P 213>
[}CHAP. 1.}]

[}OF THE FOUNDING OF A 
GRAMMAR-SCHOOLE.}]

   The most of the (^Grammar Schools^)
which I have yet taken notice
of in (^England^) , are (^of two sorts^) ;
   The first I may call (^mixt
Schooles^) , where a structure is
made, and an allowance given of ten,
twenty, or thirty pounds (\per annum\)
onely to one man to teach children
freely, that inhabit within the precincts
of one Parish, or of three or four
neigbouring Hamlets, adjoyning. And
such Schooles as these very seldom or
never improve Scholars further, then to
teach them to read and write, and
learne some little (they know not what
it meaneth) in the common Grammar;
partly because the Master is overburdened
with too many petty Scholars, and
partly because many parents will not
spare their children to learne, if they
<P 214>
can but finde them any employment about
their domestick or rureall affairs,
whereby they may save a penny. In
some places more populous, an allowance
is made to a Master of about twenpounds
(\per annum\) to attend Grammarians
onely, and ten pounds to an Usher,
whose work it is to teach the Petties: in
such Schooles as these, I have knowne
some boyes more pregnant witted then
the rest, to have proved very good
Grammarians, and to have profited so
in the Latine and Greek Tongues, as to
come to good maturity in University
studies, by a Tutors guidance. But the
Masters of such Schooles for the most
part, either weaken their bodies by excessive 
toyle, and so shorten their dayes;
or as (soon as they can fit themselves
for a more easie profession, or obtain a
more profitable place) after a few years
quit their Schoole, and leave their Scholars
to anothers charge, that either hath
his method to seek, or else traines
them up in another, quite different from
that which they had been used to. And
thus thorow the change of Masters the
Scholars are either dispersed, or hindered
from going on with that alacrity and
profit, which otherwise they might.
<P 215>
   The second sort of (^Schooles^) are those
which are (^purely Grammatical^) , being especially
conversant in teaching the Art of
Grammar. Now some of these have
yearely salaries for a Master and one
Usher, where the Master is employed in
perfecting those Scholars, which the
Usher hath already grounded. And many 
of these Schooles, (especially if they
be situate in places where accommodation
is to be had for Tabling) do happily
train up many Scholars, which about
sixteen or seventeen years of age, are fit
to be sent to the University. But in regard
there is no preferment attending these
Schooles, the most pregnant witted
children are commonly taken thence,
after they are well grounded, and disposed
on to other places, where they
may gain it. So that of all others our
(^collegiate Schooles^) or those that come nearest
them, have the greatest advantage
of making most Scholars. For these
having commonly large revenues belonging
to them, do not onely provide
sufficiently for a Master and one
Usher at lest, but also for a certaine
number of Scholars, which being for
the most part the choycest wits, pickt
out of other Schooles, and such as depend
<P 216>
upon hopes of advancement, do
industriously bestirre themselves to attain
what learning they can, and submit
themselves orderly to such Discipline
as is there exercised. But forasmuch
as these greater Schooles rather
intend the forwarding of such children
as are already grounded, then busie
themselves about meere Rudiments; it
causeth many parents to disperse their
little ones abroad to Tabling-Schooles,
where (for the most part) there is but
one man to teach a few promiscuously
hand-over-head, without any setled
Method, and these changing and removing
ever and anon, as cause is offered,
do seldome attain any stable proficiencie
in Grammar-learning. Yet in
some of these, where an able Schoole-Master
is well seated, and provided with
all fitting accommodations, so as to
entertain many Gentlemens sonnes of
good quality, and an able Usher to assist
him in Teaching, I have observed
children to make double profiting, in
respect of other Schooles, because they
have the advantage to spend much of
that time at their bookes, which others 
trifle away, in running up and down
about home; not to say, that the constant
<P 217>
eye of the Master is an especiall
means to regulate them in point of 
behaviour.
   Now comparing all the Schooles
which we have in (^England^) , with some
that I read of in other countries, (that
I may speak freely, and without offence
to any man, submitting my self herein
also to the judgement of those of my
Profession) I do not know one that is
so compleated, as (perhaps) many might
easily be, with all necessary accommodations,
and advantages to improve
children to what they are capable of,
in their playing years, and wherein we
evidently see, how many places of education
beyond the Seas, do quite outstrip
us.
   And therefore from what I have heretofore
read in (^Mr. Mulcasters Positions
concerning the training up of children, in ch.
40.^) (which he writ when he had been
twenty years Schoole-master at (^Merchant
Tailors Schoole^) , which was erected 1561.
being afterwards head Master of (^Pauls^) , in
1600.) and what I have been informed
touching Mr. (^Farnabies^) improvement of 
a private Grammar Schoole in (^Gold-Smiths
Alley^) , now called (^New street^) , also
(^Jewen Street^) ; and what I my self have
<P 218>
experienced for about fourteen years together,
both in that place, and in (^Lothbury
Garden^) , I am induced to think, that it
is a matter very feaseable to raise many of
our Grammar-Schooles to a far higher
pitch of learning, then is ordinarily yet
attained to in (^England^) . For whereas in most
of our Grammar-Schooles (as I have noted)
there is but one, two, or three Ushers
besides a Master, imployed in teaching
the Latine and Greek Tongues, and some
smattering of the Hebrew, together in one
room, to six or seven Forms of Scholars,
who by reason of the noise of one another,
(not to mention the clamour of children)
and the multiplicity of their Work,
with several boyes in each Form, do both
over-tire themselves, and many times
leave things to the halves; I conceive a
course may be taken (especially) in Cities,
and Townes of greater concourse, to
teach a great multitude of Scholars (as
(^Corderius^) professeth to have taught 500.
and I have been informed, that in some
places beyond Seas, 2500. are taught in one
Schoole) without any noise, in a pleasing &
profiting manner, & in their playing years;
not onely the English, Latine, and Greek
Tongues, (together with the Duties of Piety,
and civil behaviour) but also the Easterne,
<P 219>
and other needful forreign Languages, [^SOURCE TEXT:            #
Languaguages^]
besides fair writing, Arithmetick,
Musick, and other Preparatory Arts
and Sciences, which are most obvious to
the Senses; and whereof their younger
yeares are very capable; that thereby
they may be throughly fitted for ingenuous
Trades, or to prosecute higher studies
in the Universities, and so be able (when
they come to mans estate) to undertake
the due management of private or publick
Affaires, either at home, or in other
countries.
   He that shall but consider the low ebbe
that learning was brought to (by reason
of the Danish barbarisme) in (^England^) ,
in King (^Alfred's^) dayes, who could not
finde a Master in all his dominions, to
teach him the Latine Tongue, (which he
began to learn at thirty six years of age,
having begun to read English at twelve,
which his elder brethren, because less studious,
could not attain to) and the paucity
of them that understood Greek, not much
above threescore yeares agoe, when a Scholar
yet living of thirteen years old from
the Schoole, was owned as a better Grecian,
then most of the Fellowes of the
Colledge to which he went; he that, I
say, shall consider the former rareness of
<P 220>
the Latine and Greek Tongues in (^England^) ,
and now see how common they are
(especially since Queen (^Elizabeths^) dayes,
in whose time, more Schooles were
built, then there were before in all her
Realm) and withall, take notice what an
excellent improvement that noble-spirited
Mr. (^Busbie^) hath of late made at (^Westminster^)
Schoole, where the Easterne Languages are
now become familiar to the highest sort
of Scholars, will undoubtedly think (as I
do) that our children may be brought on
to far more knowledge of Language and
things, then hitherto they have been, and
that also in a more easie manner.
   And forasmuch as I observe it as a
great Act of Gods mercy towards his
Church, that, in this jangling age of ours,
wherein too many decry learning, he hath
raised up the Spirit of some, that know
better what it is, to endeavour heartily to
advance it, I shall here addresse my words
to such whosoever they are, but more especially
to the Honourable and Reverend
Trustees for the maintenance of Students.
And as before I have hinted somewhat
touching the erecting of Petty-Schooles
(whereof there is great need, especially) in
(^London^) ; so I will here presume (and I hope
it will prove no offence) to publish what I
<P 221>
have often seriously thought, and sometimes
spoken with some mens approbation,
touching the most convenient founding
of a Grammar-Schoole; that if it shall
please God to stirre up any mans spirit to
perform so pious a Work, he may do it,
to the best advantage for the improvement
of Piety and learning. For when I see in
many places of this land, what vast summes
have been expended (even of late) in erecting
stately houses, and fencing large parcels
of ground for Orchards and Gardens,
and the like; and how destitute for the
most part they stand, and remain without
inhabitants; I am too too apt to think, that
those persons which have undergone so
great a charge, to so little purpose, would
willingly have disbursed as much money
upon a publick good, did they but rightly
know how to do it; since thereby their
name and memory will be more preserved;
especially, if they have no children
or posterity of their own to provide
for.
   But to return to the contrivance of a 
Schoole, which is to be in many things
(as I have mentioned) above the ordinary
way of Schooling, yet gradually distant
from, and subordinate to University Colledges,
which would thence also take a
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further rise towards perfection in all kinds
of Study and Action, For the better grounded
a Scholar is in the principles of useful
matters, when he comes to the University,
the greater progress he will make there in
their superstructures, which require more
search and meditation; so that at last he
will be able to discover many particulars,
which have not yet been found out by others,
who (perhaps) have not gone so rationally
to work, as he may do, having
obtained the whole (^Ensyclopaedia^) of learning,
to help him in all sorts of Books.
   Such a Schoole then as may be fit for
the education of all sorts of children (for
we have seen the very poorest to have come
to dignities of preferment by being learned)
should be situated in a City or Town
of great concourse and trading, whose
inhabitants are generally addicted, and
sufficiently accommodated to entertain
Tablers, and are unanimously well-affected
towards Piety, Learning, and Vertue.
The place should be healthfully and
pleasantly seated in a plentifull country,
where the wayes on all sides are most
commonly faire, and convenient passage
to be had from remoter parts, both by
land and by water.
   The Schoole-house should be a large
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and stately building, placed by it selfe
about the middle of the outside of a Town,
as near as may be to the Church, and not
far from the fields, where it may stand in
a good aire, and be free from all annoyances.
It should have a large piece of
ground adjoyning to it, which should be
divided into a paved Court to go round
about the Schoole, a faire Orchard and
Garden, with Walks and Arbors, and a
spacious green close for Scholars recreations;
and to shelter the Scholars against
rainy weather, and that they may not injure
the Schoole in times of play, it were
good if some part of the Court were sheded,
or cloystered over.
   This Schoole-house should be built
three stories high, whereof the middlemost,
for more freedome of the aire, should
be the highest above-head, and so spacious
that it may contain (at least) 500. Scholars
together, without thronging one another. 
It should be so contrived with
folding doors made betwixt every Form,
as that upon occasion it may be all laid
open into one roome, or parted into six,
for more privacie of hearing every Form
without noyse, or hinderance one of
another. There should be seats made in
the Schoole, with Deskes before them,
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whereon every Scholar may write, and
lay his book, and these should be so placed,
that a good space may be left in the
middle of the Schoole, so as six men a
breast may walk up and down from Form
to Form. The Ushers Pucs should be set
at the head ends of every Form, so as they
may best see and hear every particular
boy. And the Masters Chaire should be so
raised at the upper end of the Schoole, as
that he may be able to have every Scholar
in his eye, and to be heard of all, when he
hath occasion to give any common charge,
or instruction. There may be shelves
made round about the Schoole, and boxes
for every Scholar to put his books in, and
pins whereon they may hang their hats;
that they be not trodden (as is usual) under
feet. Likewise every Form should
have a Repository near unto it, wherein to
lay such Subsidiary books as are most proper
for its use. The lowest story may be divided
into several rooms, proportioned according
to the uses for which they are intended,
whereof one should be for a writing-Schoole,
another for such Languages
as are to be taught at spare houres; and
a third as a Petty-Schoole for such children
as cannot read English perfectly, and
are intended for the Grammar-Schoole.
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A fourth room may be reserved for laying
in wood and coales, and the rest made use
on for Ushers or Scholars to lodge in, or the
like occasion, as the Master shall think best
to dispose of them to the furtherance of 
his Schoole. In the uppermost story, there
should be a faire pleasant Gallery wherein
to hang Maps, and set Globes, and to lay
up such rarities as can be gotten in presses,
or drawers, that the Scholars may know
them. There should likewise be a place
provided for a School-Library, and the rest
may be made use of as Lodging roomes,
for Ushers and Scholars. But the whole
Fabrick should be so contrived, that there
may be sufficient lights and chimneys to
every Form and roome. As for an house
of Office, it should be made a good distance
from the Schoole, in some corner of
the close, where it may be most out of
sight, and least offensive.
   The Masters dwelling-house should be
nigh the Schoole, and should contain in it
all sorts of roomes convenient for entertainment
and lodging, and necessary offices
that pertain to a great family. It
should have a handsome Court before it,
and a large yard behind it, with an Orchard 
and Garden, and some inclosure of 
pasture ground. And there should be two
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or three roomes made a little remote from
the dwelling house, to which Scholars
may be removed and kept apart, in case
they be sick, and have some body there to
look to them.
   Now that every Scholar may be improved
to the utmost of what he is capable,
the whole Grammar Schoole should
be divided into six Forms, and those placed
orderly in one roome, which (as I
have described) may be so divided into
six, that the noyse of one form may not
at all disturb or hinder another. There
should also be six able Ushers, for every particular
form one, whose work should be to
teach the Scholars according to the method
appointed by the Master, and (that
every one may profit in what he learneth)
to be sure to have respect to the weakest,
and afford them the most help.
   The Master should not be tyed (as is
ordinary) to a double work, both to
teach a main part of the Schoole himselfe,
and to have the inspection and government
over all; but his chief care should be
(and it wil be businesse enough for one) to
prescribe Taskes, and to examine the
Scholars in every form, how they profit,
and to see that all exercises be duely performed,
and good order constantly observed,
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and that every Usher be dexterous
and diligent in his charge, and moderate
in executing such correction, as is necessary
at any time to be inflicted for vitious
enormities, but seldome or never, for errours
committed at their Books.
   As for the maintenance of such a School,
it should be so liberal, that both Master
and Ushers may think their places to be
preferment sufficient, & not to be enforced
to look for further elsewhere, or to direct
their spare houres studies towards other
Callings. It were to be wished therefore,
that a constant Salary of (at least) 100 +L.
(\per annum\) might be allowed to the Master,
and 30 +L. 40 +L. 50 +L. 60. 70 +L. 80 +L. (\per annum\)
to his six Ushers. The raising of
which maintenance, (to use Mr. (^Mulcasters^)
words) as it will require a good minde,
and no meane purse; so it needs neither the
conference of a countrey, nor yet the Revenue
of a Romane Emperour. Besides, the 
Master for his encouragement, should have
liberty to make what benefit he can by
tabling in strangers; and every of the abler
sort of inhabitants in the Town, should
pay him (at least) 10.s (^per^) quarter, for a
sons teaching, but all the poorer children
should be taught (^gratis^) , on condition they
be sent constantly to the Schoole, and that
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their Parents do engage they shall keep
good order, and be cleanly and neat in
their apparel; that they may not seem to
disgrace their fellowes, or to be disdained
by them for their poverty. 



